O protagonismo do professor de língua inglesa por meio da experiência com o PIBID

• Autor(a) principal: Amaral, Patrícia Maria Ferreira
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9536
• topic: PIBID; Formação continuada; Protagonismo; Teoria e prática; PIBID; Continuing education; Protagonism; Theory and practice; CIENCIAS HUMANAS::EDUCACAO

This work aims to conduct a study on the continuing education of English - speaking teachers through the Institutional Program of Teaching Initiation - PIBID. This program is coordinated by CAPES - Coordination for the Improvement of Higher Education Personnel - and is one of the initiatives created by the Ministry of Education to integrate the national policy of teacher training at the higher level. Therefore, the research will seek to answer the following question: To what extent does the PIBID favor or not the continuing education of English Language teachers in a city in the interior of the state of Goiás? As one of the objectives of the program is to enable a relationship between theory and practice from initial training to continuing teacher training. In order to reach the proposed objectives, the present work has as general: To understand the role of PIBID in the continuous formation of ESL teachers. This work is a case study with a qualitative approach, having as a research instrument questionnaires that sought to characterize the profile of four teachers, two linked to basic education (supervisors) and two to highereducation (coordinating teachers), as well as their participation in the program in order to identify the importance of PIBID for continuing education. The work was based on the considerations of Freire (1987), Kuenzer (1982), Lima (2001), Veiga (1998), Libâneo (2007), Dias (2009), Fávero (1992) and Severino (2007). others. In this way, it is relevant to understand the importance of the PIBID program, since it allows a relationship between theory and practice from the initial formation of the academics. Such a relationship is important to support a technical and practical knowledge, as well as to provide continuous training for teachers involved in the process.